opportunity area strengths directory networking tool and

1

Opportunity Area Strengths Directory

Networking Tool and Enhancing SEND Provision

Opportunity Area – Priority 2

Strengthen the provision of support for children and young people with mental health concerns and those with special educational needs.

2


Inclusion Offer Inclusion Offer 94% of schools signed up for the Inclusion Offer, please note, this does not include the 21 schools that are part of the

school improvement programme.

Key information :• Aims to strengthen the effectiveness of support and enhance existing practice, including identifying strengths• Delivered in collaboration with the Cambridgeshire County Council SEND Team, who will be delivering STEPS training, providing locally based SENCO Award

training and we will be working in partnership with the SEND Specialist Teams to continue to support inclusive practice in sc hools. • Schools can access:

• SEND review• Needs specific training• Outreach support• SEND toolkit• STEPS training• NASENCO award• Funding to develop Advanced Nurture Support

• A majority of the schools have attended the SEND Review training and are now conducting the review process in their schools. Funding in line with the outcomes from the schools SEND Reviews will be released in the Autumn Term, subject to agreement from the Opportunity Area Inclusion Team.

• 51 schools signed up, 49 schools attended SEND Review training.• Two outreach support workers with a focus on SEMH will be joining the Opportunity Area team in September to provide bespoke s upport for the schools.

This has now been extended to ensure this support continues to March 2020. • 6 schools were successful in their application for bespoke Advanced Nurture Support, now being provided by NurtureUK following a successful procurement

process.

3


The Review Process

4


SEND Focus School Area Strength Resourcing and Links SENDCo Cluster

Group

Experience Bottisham Village

College

Kettlefields Primary

School

East Cambs

East Cambs

SEN Enterprise Projects

We have been involved with some SEN enter-prise projects through the Young Enterprise charity.

That brings in funding to us to deliver mini – enterprise projects.

We have had students set up businesses building bird and bat boxes and selling them, and another one where students refurbish bikes to sell on.

We have also been involved with Wickes, who came into school and worked with our SEN students building wooden chairs and tables.

Students gained a qualification from this.

School Council, Buddies and Pupil Leaders

These are all important elements of pupil contributions especially for the children with SEND.

Peer Study Buddy System example:

Peers support one another and chunk work for a peer. Teachers and children come together and request to be a buddy then training is provided for the study partner

www.young-enterprise.org.uk

www.kennettcommunityprimary.org.uk

Secondary Cluster

Soham Cluster

5



Group

Experience Cheveley CofE

Primary School

Mepal and Witcham

Primary School

Highfield Littleport

Special School

East Cambs

East Cambs

East Cambs

Learning Principles

Pupils are involved and take ownership of their own learning so they all are aware of what they need to help them learn—their key principles to learning. Roles and responsibilities are promoted within Cheveley CofE Primary School as young leaders, buddies and librarians.

The BEAM Project

BEAM is a movement screening and development tool for young children suitable for use in primary schools. It is a fun-to-use schools-based programme developed by qualified physiotherapists.

Curriculum Enrichment

There are additional enrichment interventions: Nurture Group, Lego Therapy, TEACCH, Forest Schools, Riding for the Disabled (RDA), Play Therapy, Physiotherapy, Occupational Therapy, Speech and Language therapy, Music Therapy and sensory circuits.

There has been flexibility of provision between LECA to create bespoke curriculums for young people.

www.cheveley.cambs.sch.uk

www.kentcht.nhs.uk/product/beam/

www.forestschoolassociation.org

Soham Cluster Group

WASP Cluster Group

and DEMAT Trust

Special Heads Group

6



Group

Experience Swaffham Bulbeck

CofE Primary School

East Cambs

Pupil Voice through Assertive Mentoring

The key components of assertive mentoring include:

• It requires one-to-one conversations between pupils and class teachers to reflect on their progress.

• Robust target setting based on prior attainment.

• Rigorous assessment of a pupil’s learning needs.

The benefits of this approach are:

• Pupils being involved in their own target tracking

• Pupils will have greater understanding and ownership of their own targets

• Pupils will develop a dialogue with their teacher

Parents can be given evidence-based judgements on their child's progress. The pupil will have an assertive mentoring file to support these judgements.

assertivementoring.com/home/

primary/primary-assertive-mentoring/

7



Group

Experience Rackham Primary

School

Cromwell

Community College

East Cambs

Fenland

Child Centred Curriculum

There has been developments in the school curriculum from EYFS through to KS2. The curriculum is centred around children's’ interests and likes and ensures coverage of special days/ events. In EYFS children help plan the following day’s activities based on their interests within a topic.

Teachers are also identifying popular areas to explore further in future projects. Off to explore and curriculum days/ weeks to give children the opportunity to explore and showcase different talents.

A positive ethos in the school that you can do anything you want.

Tracking Booklets

All children with an EHCP have a n outcomes tracking booklet to enable more holistic progress.

Majority of pupils complete 8 GCSEs but there are alternatives Prince’s Trust, Personal Development and Employability Skills all focus on functional skills.

assertivementoring.com/home/

primary/primary-assertive-mentoring

https://www.cromwellcc.org.uk

WASP Cluster

Secondary Cluster

Group invite

8



Group

Experience Manea Community

Primary School

Thomas Eaton

Academy

Fenland

Fenland

Outdoors Learning

Children have numerous opportunities on a weekly basis to learn outside via the enquiry based learning and sustained shared thinking approach as part of the Forest School principles.

Manea has implemented many programmes to support readiness for learning for SEND chil-dren; sensory circuits (when needed) Lego Therapy, SALT programmes, Fizzy activities and more.

Manea is very welcoming to others observing and sharing practice. They have hosted Forest School and outdoor learning training for cluster schools.

Pupil Voice

Pupil voice is strong, and a the moment school are collating information around subjects what they enjoy and what helps them learn. All children have an opportunity to be heard through school council, eco warriors and Big Talks. Older children are involved to support young children through the Big Talk process. All vulnerable groups are involved in the process.

www.manea.cambs.sch.uk

www.thomaseatonschool.co.uk

March / Chatteris

Chair

March / Chatteris

Cluster

9



Group

Experience Octavia TBAP School

Fenland

Induction Process

During the school induction process learners are asked to share their future aspirations so that motivating pathways can be developed for them to succeed. PASS Surveys are also completed on induction and then repeated as a measure of their feelings about learning and education.

Octavia have achieved the Inclusion Quality Mark ‘Centre of Excellence’ status for their ongoing work around the inclusion agenda. Octavia has also achieved the Rainbow Flag Award (outstanding in all six areas) to ensure the academy is fully inclusive to their LGTB+ community.

www.tbap.org.uk/octavia

TBAP

10


SEND Fo-

cus School Area Strength Resourcing and Links SENDCo Cluster Group

Engage Burrough Green CofE

Primary School

The Shade Primary

School

East Cambs

East Cambs

Parent School App (eschools)

The majority of parents have the app. The

app provides information on: attendance,

events, results, pictures and fees due.

School Website

Information page for school community

on emotional wellbeing. Supporting

children’s emotional wellbeing and mental

health is something that we take very

seriously at The Shade Primary School.

Poor emotional wellbeing can effect chil-

dren’s ability and readiness to learn, as

well as effecting social aspects of their

lives. At The Shade we are fortunate

enough to have a Youth Wellbeing Worker

who comes to school for one day a week.

The Youth Wellbeing Worker is able to

work 1:1 or in small groups with children

of all age groups to support their emotion-

al health and wellbeing. This is via a varie-

ty of different social, emotional and men-

tal health interventions.

www.theshadeprimary.org.uk/

Emotional-Health-and-Wellbeing

Soham Cluster

11


SEND Fo-


Engage Highfield Ely Special

School

Stretham Community

Primary School

Little Thetford C of E

Primary School

East Cambs

East Cambs

East Cambs

Family Liaison Worker

A member of staff provides ongoing

support for families and to share

information. The family liaison worker

also organises social coffee mornings to

support families networking. Plus Dad and

siblings groups.

Updated APDR format

The new APDR format builds on previous

targets and provision providing parents

with the continuous provision through

each term.

Parent Events

Archaeology open afternoon for parents,

concert for Grand parents, Father and

Mother Day lunches, Class assemblies,

Christmas plays and End of year perfor-

mances.

www.highfieldschoolely.co.uk

www.strethamschool.co.uk

www.littlethetfordprimaryschool.org

Special Heads Group

WASP Cluster

WASP Cluster

12


SEND Fo-


Engage Wilburton CofE

Primary School

East Cambs

Reading in Pyjamas (Books at Bedtime)

Wilburton school likes to involve their

parents and promote reading through an

annual event. The Books at Bedtime pro-

vides a community feel. Children return to

school in the evening dressed in their

pyjamas along with their parents to hear

the teachers (also in pyjamas!) read a

bedtime story. Parents accessed

information about the Powerful Words

Project while they were there.

To help foster community spirit, some

school children also took part in the Fauré

for all community concert. It was

organised within the community and the

singing event was supported by the school

choir and one Year 6 pupil singing a solo

for Pie Jesu.

Parent comments are also collated after

the coffee morning which our Year 6

teacher held to share the school's work

around Zones of Regulation.

There was a fundraising café in November

to raise money for the library which the

Community Baptist Church and the WSA

supported from the local community.

www.wilburton.cambs.sch.uk

The Zones of Regulation: A curriculum

designed to foster self-regulation and

emotional control.

WASP Cluster Group

13


SEND Fo-

cus School Area Strength Resourcing and Links Contact and Cluster group

attendance

Engage Burwell Village

College Primary

School

Ely College

East Cambs

East Cambs

Communication Drop Ins

The communication drop ins have had a

good take up by parents and Burwell are

hoping to extend this approach to SEND

information sharing. Burwell also send

letters home providing information linked

to the intervention their children are

receiving.

SEN Intervention and Parent Engagement

An embedded SEN intervention

programme, led by a HLTA/L3, who sets

and plans for across the week before

school, lunch and after school. The focus is

spelling, literacy and numeracy. The

impact on the students has raised reading,

spelling, computing numeracy and

confidence levels. The college have good

parental engagement and communicate to

all of the parents in our feedback termly.

Across Years 7 – 11 spelling, reading age

and comprehension is measured.

www.burwellvillage.cambs.sch.uk

www.elycollege.com

Soham Cluster

Secondary Cluster and

CMAT Trust

14


SEND Focus School Area Strength Resourcing and Links SENDCo Cluster Group

Effective Soham Village

College

Ely St Johns Primary

School

Kennett Primary

School

East Cambs

East Cambs

East Cambs

Go4Schools

Straightforward, powerful, online mark

books for subject-specific, continuous

pupil tracking. Promoting parental

engagement with online access to daily

information and progress reports. Share

key information via smartphones.

Project X CODE

This is an evidence based, reading

intervention for struggling readers

targeting synthetic phonics and

comprehension skills. With a motivational

character series and a unique two-text

approach children start and finish their

interventions when it is right for them.

Rich CPD opportunities for teachers and

teaching assistants.—Newbury writing,

British Picture Vocabulary Scale, Fischer

Family Trust – running record, Wonderful

Words, Accelread and Accelwrite,

Talk Boost and Early Talk Boost.

www.go4schools.com

www.oxfordowl.co.uk

www.dyslexic.com/acceleread

literacy.fischertrust.org/overview/wave

-3/

Secondary Cluster

Ely Cluster

Soham Cluster

15



Effective Spring Meadow

Infant School

Downham Feoffees

Primary Academy

East Cambs

East Cambs

Augmentative Alternative Communication

(AAC)

There are many children using AAC; PECS,

communication boards, key vocabulary on

lanyards and first/then systems. Spring

Meadows promotes a symbol and print rich

environment. Colourful semantics is also

used to visually scaffold sentence

structure.

Shared Focus—Talk 4 Writing

All staff have received training in Talk 4

writing, questioning, and talking

partners. Talk 4 Writing is powerful

because it is based on the principles of how

people learn. The movement from

imitation to innovation to independent

application can be adapted to suit the

needs of learners of any stage. The aim is

to bring fun and enjoyment back into

writing and to provide clear strategies that

are known to work that schools can shape

to suit their needs.

pecs-unitedkingdom.com

www.widgit.com

communicationmatters.org.uk

Colourful semantics is aimed at helping

children to develop their grammar but it

is rooted in the meaning of words

(semantics). Colourful semantics reas-

sembles sentences by cutting them up

into their thematic roles and then col-

our codes them.

www.talk4writing.co.uk

Ely Cluster

Ely cluster and C-MAT

16


SEND Focus School Area Strength Resourcing and Links Sendco Cluster Group

Effective Meadowgate

Academy

Fenland

Video Modelling and TEACCH

Meadowgate is an outstanding Academy

priding themselves on being able to

deliver highly effective personalised

programmes allowing pupils to access

their education and achieve their

potential. The most recent initiative,

which stems from in-house research, is

using video modelling to support learning

a new skill. The videos can be used to

support the learning of life skills, language

development and communication

rehearsal.

Meadowgate Academy also has a qualified

TEACCH consultant who can support

implementation of structured teaching

across the academy for children and

young people with Autism or

communication difficulties.

Special Heads

17


SEND Focus School Area Strength Resourcing and Links Sendco Cluster Group

Effective Rackham Primary

School

Robert Arkenstall

Primary School

East Cambs

East Cambs

Powerful Words Project

The impact is assessed and a report

written. Mrs Wordsworth products have

been used to accelerate progress in

reading and writing in KS2. The project

introduces 15 minutes a day of additional

vocabulary instruction from Tier 2 words.

The goal is to teach children 120

additional words per half term. It also

turns classrooms into language rich

environments.

Transition

Procedures are robust for transitions.

Starting with EYFS liaison with pre –

schools who share information, paper-

work and involvement of outside agencies

with the Reception Teacher and SENDCo.

Transition between classes at the end of

the year has been improved by using

transition booklets being created for

children with specific difficulties around

transition. Visual timetables are in use in

every classroom. Transition to secondary

has improved by additional visits if

needed.

uk.mrswordsmith.com/blogs/blog/

supporting-disadvantaged-pupils-in-

east-cambridgeshire-with-their-reading

-and-writing

“We are so proud of the jumps forward

in writing. The children are driven.

They are excited to write and discuss.

They are excited about vocabulary.

They are excelling. The impact of PWP

is everywhere even the school disco—

voracious boogying..”

www.robertarkenstall.co.uk

WASP Cluster

WASP Cluster

18


SEND Focus School Area Strength Resourcing and Links SENDCo Cluster group

Effective Lionel Walden

Primary School

Fenland

Diminishing the Difference Project

The project aims to support teachers with

improving the progress and attainment for

disadvantaged pupils in mathematics.

Support, initially provided when the

children are in Year 3, will continue

throughout Key Stage 2 with external

training sessions and termly in-school

visits from a named adviser.

CPD sessions aimed to provide Year 3

teachers and senior leaders with advice

and guidance to address learning needs

and behaviours, including sharing ideas

and strategies for supporting children with

learning key mathematical vocabulary and

developing their confidence.

In-school support included writing a

project action plan, which teachers and

their colleagues could implement and

review throughout the year. Teachers also

collected and submitted data, tracking

children’s progress in maths throughout

the year.

learntogether-

live.storage.googleapis.com/upload/

www.cambslearntogether.co.uk/

school-improvement/projects/

Diminishing%20the%20Differences%

20in%20Y3%20evaluation%20%282018

-19%29%20anon.pdf?inline=true

The project has supported learning for

children with SEND and pupil premium.

Outcomes:

Increased teacher expectations.

Children demonstrate greater

confidence and willingness to try.

Increased independence and resilience

in some learners.

Improved teacher subject knowledge.

March / Chatteris

19


SEND Fo-

cus School Area Strength Resourcing and Links Contact and Cluster group

attendance

Effective Cavalry Primary

School

Sir Harry Smith

Community College

Fenland

Fenland

Flexible Provision

Innovative approaches enable pupils to

access the learning environments they

need. School try to maximise the

potential of the sensory room, Rainbow

Room (alternative provision) and use of

meetings rooms for quiet learning spaces.

My Story Journal

The progress for all children with complex

learning needs and EHCPs are recorded

through ‘My Story’ journals which are

updated half termly.

The Enhanced Provision Centre

The EPC provides nurturing environment

to facilitate the transition from as early as

year 5 up to year 9. Pupils tend to

withdraw from English and Mathematics

to have focused tuition. There is also an

emphasis on life skill development. To

access the provision the requirements are

lower cognitive abilities and lack of

resilience.

www.cavalry.cambs.sch.uk

www.sirharrysmith.cambs.sch.uk/

page/?title=SEN%

3A+Supportive+Skills&pid=54

March /Chatteris Chair

Secondary Cluster invite

20


SEND Fo-


Effective Leverington Primary

Academy

Murrow Primary

Academy

Clarkson Infant and

Nursery School

Fenland

Fenland

Fenland

Safe Spaces

Provision is adapted to meet needs of

individual pupils. Safe spaces are

introduced if needed and then developed

by allowing pupils to share their space

with a peer.

Manual Activities

As part of innovative practice individual

pupils get the opportunity to engage in

gardening, cookery, and access to the

enhanced outside area.

Speech, Language and Communication

Needs

School priorities SLCN at Clarkson due to

extensively trained staff members who

deliver targeted interventions such as Talk

Boost, Early Talk Boost and Talking Boxes.

There is clear assessment and measures of

progress from children attending the

groups.

www.leveringtonprimary.co.uk

www.murrowprimary.co.uk

ican.org.uk/training-licensing/i-can-

programmes/talk-boost-ks1/

www.thecommunicationtrust.org.uk/

projects/talk-boost-ks1/

Wisbech

Wisbech

21



Effective Alderman Payne

Primary School

Littleport Community

Primary School

Fenland

East Cambs

SENDCo Surgeries

The surgeries provides staff a forum to

discuss pupils access to learning. The

curriculum design at Alderman Payne is

project based which allows for all children

to succeed in areas other than

Mathematics and English.

Robust Graduated Response

Any SEND concerns teachers may have

there is a clear system to follow including

completing a form which includes input

from parents / carers. The APDR cycle is

also triggered at this stage. Learning plans

are created via EduKey.

Teachers reflect on planning individual

learning needs. SLT meet weekly with

teaching assistants to support

developments. To facilitate this process

SLT and teachers are outside on the

playground at least five minutes before

school begins readily available for parents

to converse with.

www.aldermanpayne.co.uk

www.edukey.co.uk

Wisbech Chair

22



Expectations Isleham Church of

England Primary

Shool

Fordham CofE

Primary School

East Cambs

East Cambs

Educator—Provision Map online

Tracking system including pre and post

data collection.

PuMa

Termly standardised maths assessment to

assess and predict pupil progress.

PiRA

Termly standardised reading assessment

Bespoke Tracking System

Extensive assessment tools and a menu of

interventions available at the school.

Specific assessment tools; for maths

assertive mentoring, for reading rising

stars and PM Benchmark. The focus is

key performance indicators and the

result is transferred onto assertive

mentoring grid. If a young person

appears in the grey this triggers the first

round of APDR.

www.risingstars-uk.com

assertivementoring.com

Soham Cluster

Soham Cluster

23



Expectations Bottisham Primary

School

Isle of Ely

East Cambs

East Cambs

Therapeutic Commitment

The whole school has a therapeutic

commitment to behaviour management.

Two newly trained ELSA (Emotional

Literacy Support Assistant) staff began in

September 2019 to begin support for

increasing numbers of children with

anxiety in varying levels.

“By encouraging better recognition and

self-management of emotional states, chil-

dren will become better able to access

the educational opportunities presented to

them”.

Ely Hero

An Early Years Teacher was recognised

locally for her dedication to her role, and

nurturing of pupils in her care during

their transition from Pre-School to

Reception Class.

“Enthusiasm flows in her class as does the

wonderful aura of calmness and respect

reflected by her.”

www.elsa-support.co.uk

What is an ELSA?

An Emotional Literacy Support

Assistant (ELSA) is often a TA/LSA

equipped to offer individualised or

small group support for children/

young people who are experiencing

temporary or long term additional

emotional needs. This provides a

safe and supportive relationship

within which children can think

through challenges.

www.elystandard.co.uk/news/ely-

hero-awards-2019

TBC

Ely Custer

24



Expectations New Road and Park

Lane Academy

Fenland

Assessment Tools

A range of assessment tools are

implemented to show progress.

Diagnostic, SENDCo assessments at wave

3 of the graduated approach: York

Assessment for Reading and

Comprehension, Sandwell, British Picture

Vocabulary System and Phonological

Assessment Battery.

www.gl-assessment.co.uk/products/

british-picture-vocabulary-scale-

bpvs3/


york-assessment-of-reading-for-

comprehension-yarc/


phonological-assessment-battery-

phab/

March / Chatteris

25



Expectations Glebelands

Community Primary

School

Fenland

Graduated Response

Glebelands have a clear graduated

approach model prioritising equity. There

is a clear Universal Offer that applies to

all children then a layered targeted and

personalised support to meet individual

needs. Assertive mentoring principles are

applied to target set jointly with parents/

carers and teachers to work towards the

CYP future aspirations. The NFER is

completed three times per year if this

indicates an area of difficulty then

standardised assessments are used.

Glebelands has an extensive resource of

assessments and interventions.

The information is also shared with

parents through an interactive SEND

Information document on the website.

The intrinsic circles model, as

demonstrated on the school website,

shapes the targeted support for families.

The website also includes a ‘game board’

visual for SEND frequently asked

questions.

NFER - National Foundation of

Educational Research.

Equity model to graduated approach.

March / Chatteris

26


SEND Focus School Strength Contact and Cluster

group attendance

Area Resourcing and Links Impact and

Embedding

Embed Sutton C of E

Primary School

Lantern

Community

Primary School

Sutton Children

The curriculum is being developed

around being a Sutton child at the

centre and encompassing the school

values; Koinonia, responsibility and

Respect. There is a school language

developing around are the children

ready to learn? Mental health needs

and speech and language

underpinning all focus. There is now

a new room called Celestine with

emotional wellbeing approaches but

the aim is to have a nurture ethos

running through everything including

peaceful spaces in every classroom.

Staff Development

Staff are committed to development

and middle leaders are studying for

the NPQ. Ely School Partnership

have network meetings for sharing

good practice.

WASP Cluster

Trust Cluster—CMAT

East Cambs

East Cambs

www.sutton.cambs.sch.uk

www.thelanternschool.net/

27



Embed Littleport and East

Cambs Academy

East Cambs

We are Inspired

The ethos of the school runs through

everything and promotes aspirations for

all. Sharing the sight with the academy

special school helps break down barriers

through the assemblies and sharing

facilities. The school is working towards

the Gatsby Benchmark developing careers

and enterprise opportunities.

The eight Gatsby Benchmarks are:

•A stable careers programme.

•Learning from career and labour

market information.

•Addressing the needs of each pupil.

•Linking curriculum learning to ca-

reers.

•Encounters with employers and

employees.

•Experiences of workplaces.

•Encounters with further and higher

education

•Personal guidance.

www.careersandenterprise.co.uk/

schools-colleges/understand-gatsby-

benchmarks

Secondary Cluster

28



Embed Westwood Primary

School

Fenland

The Extra Mile

Westwood have adopted an holistic

approach to education. Their methods are

relational starting with parents and

carers. The importance of attendance

was prioritised and a walking bus was

developed.

The strength of more experienced staff

has been used to support the

development of new staff.

The self-funded nurture provision: The

Snug makes a positive contribution to the

inclusive ethos.

Westwood also provides a young carers

group, with draw and talk intervention

and sand therapy.

www.westwood-cambs.org

“The Walking bus has enabled

vulnerable children to attend school

regular basis.

Developing a supportive team which

develops confidence in all.

The Snug enables us to respond

positively to the social and emotional

needs of the children in our care. It

has also facilitated building strong

links with parents and carers to

minimise the need of exclusion.”

March / Chatteris

29



Embed Kingsfield Primary

School

Beaupre Community

Primary School

Fenland

Fenland

Leadership

Strategical leadership to staffing; looking

at strengths and areas for development as

well as class dynamics before creating a

class.

Leading by example, and dedication to

building relationships with pupils to be

able to meet needs.

Assessment Data / Therapeutic Thinking

Assessment data for cohorts is compared

in terms of achievement and progress.

Analysis reports are written termly and

shared with Governors to monitor any

variances across the school, the

Headteacher and class teacher are held to

account. Any positive areas / cohorts are

discussed and where there is good

practice this is shared through staff

meetings and opportunities for peer

observations.

Therapeutic thinking is a drive across

setting down to visual conflict and resolve

models for children on the playground

which they engage in.

www.kingsfield.cambs.sch.uk

www.beaupreprimary.co.uk

March / Chatteris

Wisbech

30



Embed Alderman Jacobs

Primary School

Fenland

‘Shine a Light on the Good’

Alderman Jacobs focused on supporting young

people with attachment because we hold the ethos

at the forefront of our practice. The CPD for adults

is ongoing and has been crucial for maintaining the

impact of the strategies used. Leadership and

mentoring time is used to support children with

SEND and SEMH needs, including liaising with

families around provision. Specific behaviour

mentors are assigned to key children to reduce

incidents. The curriculum and teaching of it

includes all children with SEND and aims to

maximise learning for all. Support planners and

vocabulary mats are used for all. Over time

Alderman Jacob only use tried and tested

interventions, using the EEF site for information.

Recently we have carried out work on fluency,

times tables and Lexonik. Our assessment tools for

Social, Emotional and Mental Health (SEMH) are

RCAD (Revised children’s Anxiety and Depression

Scale) and SNAP.

Learning mentors use the zone at breakfast and

lunch to check in with vulnerable children.

www.hoddereducation.co.uk/snap

An online diagnostic assessments

designed to pinpoint specific

learning and behavioural

difficulties which without

identification, may limit a child’s

potential to learn.

www.corc.uk.net/outcome-

experience-measures/revised-

childrens-anxiety-and-depression-

scale-and-subscales/

A self-report questionnaire with

subscales including: separation

anxiety disorder, social phobia,

generalized anxiety disorder, panic

disorder, obsessive compulsive

disorder, and low mood (major

depressive disorder).

www.lexonik.co.uk

Aim is accelerated reading age

gains in 6 one hour sessions.

31



Embed Ditton Lodge Primary

School

East Cambs Success For All and Fischer Family Trust

Is an evidence-based school improvement

strategy. We work extensively with schools to

embed a consistent and dynamic approach to

teaching and learning known as co-operative

learning. Success for All is a whole school

improvement programme that:

• Improves teaching and learning – focusing

on literacy

• Secures sustainable improvement

• Empowers leadership and builds capacity

•Develops effective use of data – illustrating real

time progress

We blend the powerful instructional process with

an equally effective literacy strategy where pupils

are grouped by stage not age, based on their

reading comprehension level.

FFT estimates are used by teachers to inform the

setting of ambitious and aspirational targets for

students. FFT’s analyses of pupil results and pupil

progress and provide school leaders with insightful

data to support school improvement and self-

evaluation.

successforall.org.uk

fft.org.uk/the-fischer-family-trust/

Unity Schools Partnership | Unity

Schools Partnership

(unitysp.co.uk)

More Information | CUSP (unity-

curriculum.co.uk)

Unity Trust Cluster

https://www.unitysp.co.uk/



https://www.unity-curriculum.co.uk/more-information/

https://www.unity-curriculum.co.uk/more-information/

32



Embed Millfield East Cambs Millfield have a vision for the school which threads

through everything. The vision is “engage,

enquire, excel”. Engage: Through a broad and

balanced curriculum, which offers opportunities to

experience life beyond Littleport and

Cambridgeshire. School aims to engage children

by developing their interests and broadening their

horizons. Enquire: At Millfield they encourage

children to develop their own interests and ideas,

using children’s questions to frame the learning

journey that each topic embarks upon. Using

motivating topics and a range of learning styles we

inspire children to find out more. Excel: At Millfield

we want all our children to excel in their learning in

all aspects.

We support their learning across the curriculum

with dedicated time to meditate and focus on

mental health and emotional well-being as so

many of our parents, and children, suffer from

conditions such as anxiety and depression.

www.millfieldprimaryschool.co.uk

Ely Cluster

33


Any questions on Cluster Groups please contact Laura Mills

[email protected]

opportunity area strengths directory networking tool and

Documents